Science · thirty same-target routes, Days 1–10Foundation Science · T1 W1–2 · Learner Cards

Teacher preflights and logs the actual local object before a real investigation. These are choices of context and access, never labels for fixed learning styles. Each day's three routes ask the same Science question. A child can point, sign, use AAC, speak privately, direct an adult to move a broad object, draw or dictate; no one must touch, taste, smell, go outdoors or speak to a whole group. If an approved real source is unavailable, use C's invented diagram and mark the response MODEL/REPRESENTATION ONLY, not an actual Science observation. Day 5/10 cards are after-check practice.

Day 1

• Desk tray: Choose an approved broad object, record its local source/date, name one directly noticed feature and ask one question still open.
• Book area: Look at a teacher-approved broad book cover or hear an attributed description; separate a visible edge from a guess about hidden material.
• Making table: Direct an adult to show a safe broad sheet, state what you actually notice and ask what a later test could show.

Day 2

• Art table: Compare one actual feature of a broad paper sheet and a preflighted fabric square without saying all paper/fabric is the same.
• Book cover: Use two locally verified large objects, choose view/agreed touch/adult report, and record how each feature was known.
• Quiet table: Direct adult placement of two broad objects, name one similarity/difference actually evidenced, and choose to share privately.

Day 3

• Toy workshop: Predict what one broad approved sheet may do in an adult's gentle edge-lift, then compare with an observed result or NOT TESTED.
• Drawing desk: Draw separate “I think” and “we saw” boxes for a safe local object; a drawing alone never fills “we saw”.
• Library folder: Use AAC/paper cards to predict, watch a permitted adult try, and mark SAME/DIFFERENT/NOT TESTED with exact conditions.

Day 4

• Book cover: On a teacher-verified broad composite, identify two labelled material parts and one actually noticed feature of each; leave hidden parts unknown.
• Puppet prop: Direct an adult to show a broad backing and attached panel, say which label came from preparation and which feature was sensed.
• Classroom sign base: Use two PART fields to record a safe actual composite object, or use C as a MODEL and name what cannot be known.

Day 5 · after your check

• Paper display: Investigate a newly approved broad object with date/source and one observed feature; ask a new question about it.
• Art-tool holder: Use an actual safe large item or the clearly invented C model; label direct/description/paper evidence correctly.
• Library return tray: Record an approved object feature, or write REAL OBSERVATION NOT AVAILABLE and describe only marks in C.

Day 6

• Library label: Describe C's rectangle, oval and short line exactly; say a material question the drawing cannot answer.
• Paper museum: Make a broad raised-line copy of C under consent or direct an adult, and explain that both versions are models.
• Toy workshop: Sort “drawn oval” under SHOWN and “real hole” under NOT SHOWN; ask how an approved real card could be checked.

Day 7

• Book display: From an actually seen broad object's edge, make a straight/curved mark with source/date; use ? when not checked.
• Art tray: Choose a word, symbol or tactile card for one actual local feature; if only C is used, label DRAWING SHOWS.
• Paper travel sign: Direct adult to place a mark beside the correct observed source and explain what that mark does not tell about material.

Day 8

• Pretend parcel desk: Compare two real dated object records when available; state “in these tries” or INSUFFICIENT REAL OBSERVATIONS.
• Paper art wall: Group two or three actual logs by one same/different feature, checking whether the methods were comparable.
• Library book cart: Use a given template to show a cautious local pattern or a still-open question; no one-record rule.

Day 9

• Classroom sign: Explain one actual dated observation and an original mark to a consenting listener, or record privately; keep the mark's limits clear.
• Library display: Choose a real log, a question and a symbol; mark a teacher-made example MODEL rather than claiming a visitor used it.
• Paper science notebook: Dictate or AAC-select object/source/date, what was sensed/reported, and one next question without an invented result.

Day 10 · after your check

• Paper makers' table: Use a new invented picture, list its exact marks and ask what a real approved object would need checking for.
• Toy museum: Compare a different teacher-approved real broad object with a separate diagram, with both sources and dates labelled.
• Library display: Make a fresh mark for an actually observed edge or label the paper-only route as DRAWING SHOWS/REAL OBSERVATION NOT AVAILABLE.

Family option: A five-minute look at one family-approved broad safe household object can prompt “What do you actually notice? What do you wonder?” No family object, purchase, photograph, upload or home activity is required. A family may decline; teacher supplies the classroom route. A home report is attributed to its source and is not silently a classroom direct observation. Original SubjectNest learner routes © 2026 NeuroForgeIO Pty Ltd, CC BY 4.0.